Sec. 103. State plans
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Section 1111 ( 20 U.S.C. 6311 ) is amended— in subsection (a)(1), by striking and parents, and inserting parents, the State Advisory Council on Early Childhood Education and Care designated or established under section 642B of the Head Start Act and preschool through grade 20 (P–20) councils, to the extent that such councils exist, and other community-based providers of early childhood education programs, ; in subsection (b)(1)— in subparagraph (A), by striking standards and challenging student academic achievement standards and inserting standards, challenging student academic achievement standards, and other learning standards (such as social, emotional, and physical development and approaches to learning for children in the early elementary grades and younger children) that are challenging and grounded in the appropriate developmental expectations for children and youth, ; by redesignating subparagraphs
(E)and
(F)as subparagraphs
(F)and (G), respectively; and by inserting after subparagraph
(D)the following: Not later than 3 years after the date of enactment of the Continuum of Learning Act of 2015 , the State shall carry out the following: In collaboration and agreement with the State Advisory Council on Early Childhood Education and Care designated or established under section 642B of the Head Start Act, the State agency designated to administer State programs under the Child Care and Development Block Grant Act of 1990 ( 42 U.S.C. 9858 et seq. ), and the State educational agency, complete a review and create or revise, as necessary, the State's early learning guidelines for young children in order to promote developmentally appropriate, high-quality programs so that the guidelines— address infants, toddlers, and preschool age children; are developed in all domains of child development and learning, as appropriate, for each age group (including language, literacy, mathematics, creative arts, science, social studies, social and emotional development, physical development and health, and approaches to learning); reflect research and evidence-based developmental and learning expectations, including the foundation for and progression in how children develop and learn the requisite skills and content forward from one stage to the next, including what children should know and be able to do; address cultural, linguistic, and ability diversity of young children; can inform teaching practices, improve professional development, and support quality services in early childhood education programs; are disseminated to parents, educators, and other stakeholders; and for preschool age children, appropriately assist in the transition of such children to kindergarten. Review and revise, as needed, standards for kindergarten through grade 3 to ensure that such standards— are developed in all domains of child development and learning (including language, literacy, mathematics, creative arts, science, social studies, social and emotional development, physical development and health, and approaches to learning); reflect research and evidence-based development and learning expectations for each level and address cultural, linguistic, and ability-level diversity; and across grade levels, reflect progression in how children develop and learn the requisite skills and content from earlier grades forward, including preschool. ; in subsection (c)— in paragraph (13), by striking and after the semicolon; in paragraph (14), by striking the period at the end and inserting ; and ; and by adding at the end the following: the State educational agency will develop a plan to encourage local educational agencies and individual elementary schools that are participating in a program assisted under this part to offer early childhood education programs from birth to the age of mandatory school entry (using funds under this part), by disseminating information through publications, conferences, and other events, that describe how such funds may best be used to support early childhood education programs and evidence-based and promising early childhood home visitation programs, as described under section 511 of the Social Security Act ( 42 U.S.C. 711 ). ; in subsection (d)— in paragraph (1), by striking and after the semicolon; in paragraph (2), by striking the period at the end and inserting ; and ; and by adding at the end the following: reflect the diversity of family cultures, structures, and languages. ; in subsection (h)(2)(B)(i)— in subclause (I), by striking and after the semicolon; and by adding at the end the following: information that shows how children younger than the mandatory age of school entry are served directly by the local educational agency, or through contract or other collaboration with early childhood programs, including early childhood home visitation programs, as described under section 511 of the Social Security Act ( 42 U.S.C. 711 ), including— the number of children served, disaggregated by income, race, and disability status; a description of the services received; and the amount each local educational agency spent using grant funds awarded under this title on services for such children; and ; and by striking subsection
(l)and inserting the following: Nothing in this part shall be construed to prescribe the use of the academic assessments described in this part for student promotion or graduation purposes. Nothing in this title shall be construed to limit a child's right to compulsory education under State law, or to special education and related services under the Individuals with Disabilities Education Act. .
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